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3rd GradeNetwork 13

THIRD QUARTER LEARNING PRIORITIESEach week integrates writing in response to fiction and nonfiction.This quarter emphasizes comprehensive reading—using skills to read the whole text strategically and then respond to a comprehensive reading task based on the text—or two texts.

When students write about what they read, they can exercise skills comprehensively to comprehend and then respond to the text.

The weeks are organized so that …

Literature Constructed Response: Week 1, students write a constructed response;Teacher identifies areas to improve, focusing on one area;Week 2, students write a constructed response and improves in that one area;Teacher identifies areas to improve, student revises the constructed response to make that improvement.

In following weeks, students continue to write thoughtfully about reading.

Nonfiction Constructed Response:Week 3, students write a constructed response;Teacher identifies areas to improve, focusing on one area;Week 4, students write a constructed response and improves in that one area;Teacher identifies areas to improve, student revises the constructed response to make that improvement.

In following weeks in science and social science, students continue to construct responses so that they learn about topics and develop reading abiltiies.

PARCC Constructed Response resources are athttp://teacher.depaul.edu/PARCCGuides.html .Go to this link to see examples of PARCC spring 2015 Question sets including examples of Student constructed responses: https://prc.parcconline.org

SOURCE of Common Core Standards cited in this guide: http://www.corestandards.orgThe standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

http://www.corestandards.org/

https://prc.parcconline.org/

http://teacher.depaul.edu/PARCCGuides.html

CORE READING STANDARDS DEVELOPEDStandard 1 is part of every reading--Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. is part of accomplishing each competence. Progress in each standard is the basis for standard 10—“By the end of the year, read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently.”

READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words

and phrases as they are used in a text, distinguishing literal from nonliteral language.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

6. Distinguish their own point of view from that of the narrator or those of the characters.

6. Distinguish their own point of view from that of the author of a text.

INTEGRATION OF KNOWLEDGE AND IDEAS

INTEGRATION OF KNOWLEDGE AND IDEAS

7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text

8. (Not applicable to literature) 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Third Grade Third Quarter Network 13 teacher.depaul.edu 2015 2

or similar characters

Writing is integrated into reading so that students revisit texts to respond to questions and tasks. Go to this link to see examples of PARCC spring 2015 Question sets, including student constructed responses: https://prc.parcconline.org

These Common Core Writing Standards for Third Grade apply directly to learning science and social science.

Research to Build Knowledge7. Perform short, focused research tasks that build knowledge about a topic.8. Gather information from experience as well as print and digital resources, take simple notes on sources, and sort evidence into provided categories.

Readings, Timelines, and Activity Resources for learning about Chicago are available at

http://teacher.depaul.edu/ChicagoContexts-SocialScience.html

To support Black History Month, Resources at this link include readings at different grade levels.Learn Black History and Develop Literacy Competence

Skills Development Guides for Small Group and Independent WorkAnalyze relationshipsauthor's purpose and techniquescause-effect relations character traits Classify Compare and contrastComprehensive story reading guides inference

Infer the meaning of a word from context main idea or theme motiveparts of a storysequenceSummarize

NONFICTION Skills Guides to use in demonstrations (“I do), guiding groups, independent work and assessments.Nonfiction Graphic Organizers Graphic Organizer Assessment Rubric


http://teacher.depaul.edu/SequenceGuides.htm

http://teacher.depaul.edu/IdentifyPartsofaStory.htm

http://teacher.depaul.edu/analyzethemainideaortheme.htm

http://teacher.depaul.edu/identify_analyze_infer_MAIN_IDEA_or_THEME.htm

http://teacher.depaul.edu/html/Skill-Author_Purpose_Techniques.html

http://teacher.depaul.edu/Documents/GraphicOrganizerAssessmentRubric.pdf

http://teacher.depaul.edu/NonfictionPARCCBasedGraphicOrganizers.html


http://teacher.depaul.edu/SummarizeFictionandNonfiction.htm

http://teacher.depaul.edu/Infer-AnalyzetheMotiveforanAction.html

http://teacher.depaul.edu/InferMeaningofaWordfromContext.html

http://teacher.depaul.edu/Make-ExplainanInference.html

http://teacher.depaul.edu/ComprehensiveFictionAssessment.htm

http://teacher.depaul.edu/compareandcontrast.html

http://teacher.depaul.edu/ClassifytoClarify.htm

http://teacher.depaul.edu/analyzeandinfercharactertraitsandfeelings.htm

http://teacher.depaul.edu/cause_effect_relations.htm

http://teacher.depaul.edu/AnalyzeRelationships.htm

http://teacher.depaul.edu/expandliteracies.html

http://teacher.depaul.edu/ChicagoContexts-SocialScience.html

https://prc.parcconline.org/

PARCC READING RUBRICS—HOW CAREFULLY AND COMPLETELY DID YOU READ?

Research Simulation Task (RST) and Literary Analysis Task

THIRD GRADE FROM PARCCONLINE.ORG

Construct Measured

Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading Comprehension

of Key Ideasand Details

The student response demonstrates full comprehension by providing an accurate explanation/ description/comparison and by referencing the texts explicitly.

The student response demonstrates comprehension by providing a mostly accurate explanation/ description/comparison and by referencing the text(s) explicitly.

The student response demonstrates limited comprehension and may reference the text(s) explicitly.

The student response does not demonstrate comprehension of the text(s).

Writing Written Expression

The student response

addresses the prompt and provides effective development of the topic that is consistently appropriate to the task by using clear reasoning and relevant, text-based evidence;

consistently demonstrates purposeful

and controlled

organization;


addresses the prompt and provides some development of the topic that is generally appropriate to the task by using reasoning and relevant, text-based evidence;

generally demonstrates purposeful and controlled organization;

uses language to express ideas with some clarity.


addresses the prompt and provides minimal development of the topic that is limited in its appropriateness to the task by using limited reasoning and text-based evidence; or

is a developed, text-based response with little or no awareness of the prompt;

demonstrates purposeful organization that sometimes is not controlled;

uses language to express ideas with limited clarity.


is undeveloped and/orinappropriate to the task;

demonstrates little or noorganization;

does not use language to express ideas

Writing Knowledge of Language

and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.


PARCC READING RUBRIC FOR NARRATIVES

Narrative Task (NT) THIRD GRADE FROM PARCCONLINE.ORG

Construct Measured

Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing

Written

Expression


is effectively developed with narrative elements and is consistently appropriate to the task;

consistently demonstrates purposeful

and controlled

organization;


is developed with some narrative elements and is generally appropriate to the task;

demonstrates purposeful and controlled organization;

uses language to express ideas with some clarity.


is minimally developed with few narrative elements and is limited in its appropriateness to the task;

demonstrates purposeful organization that sometimes is not controlled;

uses language to express ideas with


is undeveloped and/orinappropriate to the task;

demonstrates little or noorganization;

does not use language to express ideas with clarity.

Writing Knowledge of Language

and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.

NOTE: The reading dimension is not scored for elicited narrative stories. Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence,

describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate. The elements of organization to be assessed are expressed in the grade-level standards W1-W3.


USE THE CONSTRUCTED RESPONSE TO INCREASE THOUGHTFUL READING REQUIRED BY PARCC AND ALSO STRENGTHENING THE SKILLS NEEDED TO SUCCEED ON NWEA.

Actual PCRs (Prose Constructed Response questions) from PARCC 2015 test for third grade:

Third Grade LITERARY ANALYSIS Task from PARCC 2015 Test prc.parcconline.orgToday you will read and think about the folktales … and …. As you read these texts you will gather information and answer questions about how the illustrations help you understand the folktales so you can write an essay. Write an essay describing how each illustration helps the reader understand the characters’ actions in each folktale. Be sure to use evidence from each folktale in your response.

Third Grade NARRATIVE Task from PARCC 2015 Test prc.parcconline.org Today you will read the story “Camping with Cousins.” As you read, pay close attention to the narrator and her family as you answer the questions to prepare to write a narrative story. The next day, the family chose to go swimming in the lake. Write a story about the family’s time swimming. Be sure to use what you learned about the narrator and her family in the story.

Third Grade RESEARCH SIMULATION Task from PARCC 2015 Test prc.parcconline.org Your friend thinks it is impossible for people and animals to live in the Arctic. Write a letter to your friend explaining it is possible to live in the Arctic. Include information about how people and animals are able to survive in the cold. Include ideas and facts from both articles in your letter.

PARCC-BASED READING TASKS to use to construct your own

FICTION: Look closely at the illustrations to two different stories. Explain how each

illustration helps the reader understands the characters’ actions in each story. Use examples from EACH STORY.

Write the next part of the story you read. Be sure to use what you learned about the narrator and the characters in your story that tells what happened next.

Write the journal of the main character in the story. Include how the character feels about the events.

NONFICTION: You read two articles about __________________. Write a letter to a friend

explaining __________________________________. Be sure to use ideas and facts from both articles in your letter.

You read two sources about the same topic. Tell what the central idea is of each. Then tell how they are alike om the kind of information they include..


Third Grade: THIRD QUARTER Learning Priorities Weeks 21-22LITERATURE

Week of February 8 Week of February 15Literature Genre _ story _ folk tale __humor

_fable _ fantasy _poem _realistic fiction __mystery

__historical fiction __biography

story _ folk tale __humor _fable __poem _realistic fiction __historical fiction

__biography

Reading Literature Comprehensive—includes standards 1 (read closely), 2 (summarize and figure out ideas), 3 (analyze relationships and character development),5) analyze the writer’s choice of words, characters, events to communicate a theme and accomplish purpose (6)

How do you read a history or biography?What strategies do you use to: Figure out author’s purpose

and choices and analyze techniques the writer uses to accomplish it

Analyze causes and effects, problem + solution

Infer feelings, traits, predictions

Figure out the theme

How do you read a history or biography?What strategies do you use to: Figure out author’s

purpose and choices and analyze techniques the writer uses to accomplish it

Analyze causes and effects, problem + solution

Infer feelings, traits, predictions

Figure out the themeLiterature Terms (CCSCSR4)

biography, history, cause-effect, problem-solution strategy

biography, history, cause-effect, problem-solution

Integrate WritingCCSSW4—organize constructed responsehttp://teacher.depaul.edu/PARCCGuides.html

Teacher asks PARCC-based constructed response question(see examples below chart) Student lists what evidence

to include then construct response to one text with

__clear reasoning__relevant evidenceTeacher assesses response; student revises based on assessment

Teacher asks constructed response question based on PARCC samples. List what evidence to

include then construct response to one text with


Word Patterns and GrammarCCSSR.3.4

How do you infer the meaning of a word from context—give examples.

How do you infer the meaning of a word from context—give examples.

Writing conventions Verb tense Verb tense

Examples of literature constructed response Tasks based on PARCC. Look closely at the illustrations to two different stories. Explain how each




http://teacher.depaul.edu/html/vocabulary.html





http://teacher.depaul.edu/html/Writing1.htm

http://teacher.depaul.edu/html/Guide_Assess_Fiction.html

Third Grade: THIRD QUARTER Learning Priorities Weeks 21-22NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE

EXPLORE EXAMINE EXPLAINPreview the text and graphics.FOCUS on a BIG question.Identify IDEAS through examples.Answer the BIG question!

Week of February 8 Week of February 15Nonfiction Sources __ topic/trade book _

biography_ history __article _video __textbook __museum

exhibit

_ topic/trade book _ biography_ history __article _video

__textbook __museum exhibit

Science andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI3.2 summarize/analyze ideasCCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea

Use strategies to analyze a nonfiction text. Focus on text features, including table, diagram, graph, contents, glossary, illustration, other features

Identify and support central idea and other ideas in a text.

Use strategies to analyze a nonfiction text. Focus on text features, including table, diagram, graph, contents, glossary, illustration, other features

Identify and support central idea and other ideas in a text.

Academic Vocabulary (CCSSR4)

Structure of text central idea supporting idea

Structure of text central idea supporting idea

Respond in WritingCCSSW2 and 4explanatory

Respond to the BIG question -- summarize what you learned about the topic—the central idea and most important information.

Respond to the BIG question--summarize what you learned about the topic—the central idea and most important information.

Skills Guides to use in demonstrations (“I do), guiding groups, independent work and assessments.Nonfiction Graphic Organizers Graphic Organizer Assessment Rubric Common Core Constructed Response Organizer


http://teacher.depaul.edu/Documents/GraphicOrganizerAssessmentRubric.pdf




http://teacher.depaul.edu/social_studies.html

http://teacher.depaul.edu/Science_Activities_Assessments.html


Week of February 22 Week of February 29Literature Genre _poem _spiritual

If you include spirituals also provide history reading to

contextualize.

_ story _ folk tale __humor _fable _ fantasy _poem

_realistic fiction __mystery __historical fiction __biography

__spiritual

Reading Literature

How do you read a poem?Recommended: Analyze African American spirituals or poems. How does the writer help

you understand the idea? (includes metaphor, simile, images as well as theme/message)

How is a poem like a story? How does the writer help you

understand the message—compare and contrast how poets and story writers help readers understand the theme.

Literature Terms (CCSCSR4)

Figurative metaphor image simile theme stanza rhyme

figurative metaphor image simile theme plot character

Integrate WritingOpinion based on

analysis of text

(CCSSW3.1)

Write to tell what makes a good poem—with examples and use of the terms that describe the features.

Write to tell what makes a good poem—with examples and use of the terms that describe the features.

Compare a poem and a story that relat to the same theme.


Figurative language

Word What It Means in this Context

Multi-meaning wordsWord What It Means

in this Context

Writing conventions

Add adjectives to sentences—or poems you write

Add adjectives to sentences—or poems you write

























EXPLORE EXAMINE EXPLAIN

Week of February 22 Week of February 29Nonfiction Sources

__ topic/trade book _ biography_ history __article _video

__textbook __museum exhibit

_ topic/trade book _ biography_ history __article _video

__textbook __museum exhibitScience andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI3.2 summarize/analyze ideasCCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea

Students read to learn about a topic from a text—identifying central idea and supporting ideas.Then Teacher asks constructed response question based on two texts. (See examples below chart.) Students collect ideas and

information relevant to respond to it.

Students organize the information then write—see Writing.

Students read to learn about a topic from a text—identifying the central idea and supporting ideas.Teacher asks constructed response question based on two texts. Students collect ideas and

information relevant to respond to it.

Students organize the information then write—see Writing.


structure text feature constructed response evidenceINCLUDE TERMS FROM P. 12.

structure text feature constructed response evidenceINCLUDE TERMS FROM P. 12

Respond in WritingCCSSW4 4Constructed Response

Teacher asks constructed response question based on two texts. (see examples below this chart.) Students list evidence to

include then construct response to two texts with


Teacher asks constructed response question based on two texts. Students list evidence to

include then construct response to two texts with


NONFICTION Constructed response examples You read two articles about __________________. Write a letter to a friend







Third Grade: THIRD QUARTER Learning Priorities Weeks 25-26

LITERATUREWeek of March 7 Week of March 14

Literature Genre _ story _ folk tale __humor _fable _ fantasy _poem

_realistic fiction __mystery __historical fiction

story _ folk tale __humor _fable _ fantasy _poem


Reading LiteratureCCSSRL.3.1Infer with evidence3.3 analyze character, plotAuthor’s Craft and Strategies (3.5 and 3.6)

How do you figure out the author’s purpose—it’s much more than entertain, inform, or persuade.

Read a short text and explain what the writer wanted you to understand or feel because of what the writer included and how the writer presented the idea.

How do you figure out the author’s purpose.

Read a short text and explain what the writer wanted you to understand or feel because of what the writer included and how the writer presented the idea.

List strategies the author used—with examples.


select terms from next page select terms from next page

Integrate WritingCCSSW4—organize constructed responsehttp://teacher.depaul.edu/PARCCGuides.html

Teacher asks PARCC-based constructed response question Student lists what evidence

to include then construct response to one text with

__structured essay__clear reasoning__relevant evidence Teacher assesses

response; student revises based on assessment

Teacher asks constructed response question based on PARCC samples. List what evidence to

include then construct response to one text with

__structured essay__clear reasoning__relevant evidence Teacher assesses

response; student revises based on assessment


Prefixes—make a chart showing how they change meaning

Suffixes

Writing conventions

Paragraph indentation Using headings in your own writing

Examples of literature constructed response Tasks based on PARCC. Look closely at the illustrations to two different stories. Explain how each













Analyze Craft and StructureCCSSR5 (writer’s choices) and CCSSR6 (purpose)Students should be able to interpret the writer’s use of these techniques to communicate the theme of a story or central idea of nonfiction.

Story Writers Poets Nonfiction Writers Biographers

actiondescriptive detailsdetaildialoguefigurative languagehumorhyperboleillustrationimagerymetaphormoodnarratoronomatopoeiapoint of viewrepetitionsimilesymbolismtonevisual detail

adjectivesalliterationdetailfigurative languagehumorhyperboleimagemetaphormoodonomatopoeiapoint of viewrepetitionrhymerhythmsimilesymboltonevisual detail

boldfacecaptionscomparecontrastdescriptiondetailsdialogueexamplesfigurative languagegraphheadingshumorillustrationsimagemapnarrativepoint of viewquotationssequencetext structure: cause-effect compare/

contrast description problem-solution sequence

tabletimelinetitles and subtitlestransition

A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges dialogue illustrations mood photographs quotations



The constructed response is an opportunity to read carefully and think across texts.

Week of March 7 Week of March 14Nonfiction Sources __ topic/trade book

_ biography_ history __article

__textbook

_ topic/trade book _ biography

_ history __article __textbook

Science andSocial ScienceDEVELOP NONFICTION LITERACYCCSSR3.2—analyze ideasCCSSW3.7—integrate ideas and information from different sources.

Teacher asks constructed response question at beginning of week.Students read two different sources and list information to respond to the question.Students organize their response and write it in one of these formats:__essay__letter

Teacher assesses student responses at the OUTLINE level and guides improvements.

Students complete their writing and then…

Students use the Research Simulation checklist (next page) to check their responses

Students revise their responses based on the checklist.




Students use the Research Simulation checklist (next page) to check their responses


NONFICTION Constructed Response examples You read two articles about __________________. Write a letter to a friend






Third Grade NONFICTION Constructed Response Checklist

Research simulation means how someone would learn science or social science.The research simulation starts with a big question.

First, figure out the task.The research simulation task will ask you to write about two different texts.

Read the directions carefully, then start by making sure you know what you need to do.

I need to figure out ___________________________________________________

I need to explain ____________________________________________________

I will look for ideas and information that I will use to explain __________________

_________________________________________________________

I will write a ___letter ___essay __ _____________________________

Reading ComprehensionWhat are the important ideas in each text?What information supports them?

I figured out what the important ideas in each text are. I identified information that supports the ideas in each text. I used those ideas and facts in my response to the task. If the task asked me to combine information, then I chose the

most important information from each source to use. If the task asked me to compare information from two texts, I

identified the ideas and information that are alike in the texts. If the task asked me to contrast two texts, I identified ideas

and information that are different between them.Writing to ExplainI organized my response to stay focused on important ideas and information.I included good examples.

I organized an essay that responds to the task. I wrote a clear introduction that told what I would explain in

my essay. I focused each paragraph on one part of my response. I included examples and details to support each point I made. I used linking words to connect ideas and parts. I wrote a clear conclusion.

ConventionsMy spelling and punctuation help keep my ideas clear.

I capitalized the first word in a sentence and any proper noun. I used quotation marks if I included a quote. I spelled most words correctly.



Week of March 21 Week of March 28Literature

Genre_ story _ folk tale __humor

_fable _ fantasy _poem _realistic fiction __mystery __historical

fiction

PARCC begins this week.Recommended:

Monday/Tuesday clarify constructed response process.

Reading LiteratureAuthor’s Craft and purpose. (CCSSR5, 6)

Make reader’s guide —how to interpret a story—

with examples --how to interpret a poem—

with examples --how to write the next part of

a story

Monday: Make a guide to writing a constructed responseThe PARCC takes place this week.Students should read texts and discuss how the author’s create characters, use plot to communicate a theme.


Make glossary with examples of techniques listed on page 12.

Make list of words readers use to describe literature

Writingopinion

Narrative

Write about something you did that was difficult but you succeeded—explain how it shows a great trait you have.

Write the narrative of the action you took.

Write about a person you admire. Tell why you have that positive opinion.

Write the narrative of an action that person took that you admire.


How do writers use adjectives to communicate clearly?

What kinds of grammar do you check when you want to be sure your writing is clear?

Writing conventions

How do you know when you have communicated an idea clearly?

If you have time to read your writing, what kinds of things do you check?
























Third Grade: THIRD QUARTER Learning Priorities Weeks 27-28

NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCEWeek of March 21 Week of March 28

Nonfiction Sources

__ topic/trade book _ biography

_ history __article _video __textbook __museum

exhibit

PARCC begins this week.Recommended: Monday/Tuesday

clarify constructed response process.

Science andSocial ScienceDEVELOP NONFICTION LITERACYCCSSR3.2—analyze ideasCCSSW3.7—integrate ideas and information from different sources.




Students use the Research Simulation checklist to check their responses


Teacher asks constructed response question at beginning of week.

Students read two different sources and list information to respond to the question.Depending on the amount of time available, students could read short selections so that they can identify information to include in a response.

Students organize their response—outline what they will include.


Students can collaborate to pair/compare then adjust their outlines and preview how they would start their essays or letters to respond to the task.

Then students take PARCC.Academic Vocabulary (CCSSR4)

Make a glossary for this week’s topic.

Make a glossary for this week’s topic.

NONFICTION Constructed Response examples You read two articles about __________________. Write a letter to a friend






Third Grade: THIRD QUARTER Learning Priorities Week 29

LITERATURE

Week of April 4—COMPREHENSIVE ASSESSMENTLiterature Genre _ story _ folk tale __humor _fable _ fantasy _poem


Reading Literature

Analyze craft and structure to clarify the text.

Completea Comprehensive story reading guidewith an unfamiliar story.

Write with examples aboutgenres of fiction

how they are alike how they are different

Explain how to use structures and features to comprehend literature.


Make a glossary of literary terms that explain how writers create fiction or poetry.

Integrate Writing Students write in a format they like—story, fable, poem…

Word Patterns and GrammarCCSSRI.3.4Analyze word patternsInfer from context

Give examples of words: contractions possessivescompound

Writing Conventions Make your own grammar guide with examples.
























Third Grade: THIRD QUARTER Learning Priorities Week 29

NONFICTION LITERACY TO LEARN MORE IN SCIENCE AND SOCIAL SCIENCE

Week of April 4—COMPREHENSIVE ASSESSMENTNonfiction Sources __ topic/trade book _ biography

_ history __article _video __textbook __museum exhibit

Science andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI.3.2Analyze ideas

Explore a topic you’ve read about this quarter—go back to revisit the topic with texts you read. Make your own nonfiction booklet about the topic.


Make a glossary of nonfiction author’s techniques with examples.

WritingCCSSW3.2

Make a topic book or exhibit.




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